University students are a high risk population for mental health problems, yet few seek professional help when experiencing problems.

This study explored the potential role of an online intervention for promoting wellbeing in university students, by investigating students' help-seeking behaviour, intention to use online interventions and student content preference for such interventions; 254 university students responded to an online survey designed for this study.

As predicted, students were less likely to seek help as levels of psychological distress increased. Conversely, intention to use an online intervention increased at higher levels of distress, with 39.1%, 49.4% and 57.7% of low, moderate and severely distressed students respectively indicating they would use an online program supporting student well-being.

Results suggest that online interventions may be a useful way to provide help to students in need who otherwise may not seek formal help.

Universal online interventions might engage psychologically distressed university students who are unlikely to seek formal help

The COVID-19 pandemic has forced many organizations around the world to make full use of a variety of emerging online communication platform technologies. Universities are among the organizations that have asked students, tutors, and lecturers to use a number of different online communication platforms to ensure the education process remains uninterrupted. However, the COVID-19 pandemic has generated considerable challenges for the global higher education community while using such emerging technologies. This research has two main goals. First, this paper will begin by investigating whether the online learning platforms used by university students during the COVID-19 period have presented any challenges to their learning. Second, the paper will then go on to address proposed solutions by developing a conceptual model to reduce the impact of such challenges. This research uses an exploratory qualitative research approach, supported by literature content analysis techniques. The data set for this study was collected during the first peak of the pandemic period in Malaysia, between the 16th of May 2020 and the 5th of June 2020. We used SPSS to conduct a descriptive analysis and NVivo12 to analyse data collected from 486 students from different universities in Malaysia. These students disclosed various obstacles they encountered when they used IT platform applications for online learning. These obstacles include (a) work and information overload received from instructors, (b) inadaptability and unfamiliarity of the new online learning environment, and (c) personal health challenges related to stress and anxiety. Based on previous relevant research, this study introduced a set of motivational factors and developed a conceptual motivational model for sustainable and healthy online learning.

Exploring the Impact of the COVID-19 Pandemic on University Students’ Learning Life: An Integrated Conceptual Motivational Model for Sustainable and Healthy Online Learning

It starts with an overview. Entitled ‘Digital technology and Educational Change’, the first chapter sets up the importance of digital education in contemporary society and the resulting need to ask some critical questions before digital opportunities for education are lauded as a silver bullet that will magically transform education as we know it. In that spirit, the following four chapters each pose a central question – will/can technology make education more democratic, personalised, calculable, commercial? Rather than presenting a definitive answer, this book presents contextual information that allows the readers to think about education and technology in their particular contexts and then come to their own conclusions, always encouraging critical questions and debates. A conclusion of sorts is provided in chapter six, which muses on what might have to change in order for the digital to support ‘good’ education. Again there is no answer provided, on the contrary, it ends with a call to continue and deepen the debates so that stakeholders will be able to help shape the partnership of education and technology in the best possible way.

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Is Technology Good For Education

In this article, I propose the need to reimagine global citizenship education for a VUCA world: volatile, uncertain, complex, and ambiguous. In this context, it remains unclear what kind of GCE cou...

Reimagining global citizenship education for a volatile, uncertain, complex, and ambiguous (VUCA) world

Use of ict in higher education

Higher education has faced many challenges since its meager inception. However, higher education today faces its greatest combinations of challenges: economic uncertainty, accountability, globalization and emerging technologies that are daunting to learn and intimidating to implement. VUCA accurately describes this complex, evolving and dynamic environment confronted by global higher education. Therefore, global higher education institutions are attempting to develop the capacity to adapt and modify the new models of knowledge, information and change. In the Industrial Era, work got done in silos with adherence to process and the cult of efficiency. However, this type of working will no longer suffice in an era characterized by flux and change--the VUCA world.

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Global Higher Education in a VUCA World: Concerns and Projections

The most important word for contemporary global higher education institutions is retention. Although online education enrollment in these institutions has increased by approximately 40 percent in recent years, the dropout rates for online students is approximately 20-30 percent more than for face-to-face classes. Institutions have tried to address this issue, but the dropout rate continues to be a serious concern. The authors of this manuscript propose that the addition of online services for online students as a possible solution.

Retention of Online Learners: The Importance of Support Services

Cybersecurity has emerged as one of the most critical issues confronting schools in the 21st century. Computer security is an essential instrument for protecting children, but K-12 schools are considered one of the most attractive targets for data privacy crimes often due to the less-thaneffective cybersecurity practices in schools. The human factor is the underlying reason why many attacks on school computers and systems are successful because the uneducated computer user is the weakest link targeted by cyber criminals using social engineering. Formal cyber security awareness is required to mitigate the exploitation of human vulnerabilities by computer hackers and attackers. INTRODUCTION Much of the world is now in cyber space and cyber security has become a massive issue with many facets of schools (Arlitsch & Edelman, 2014). Cybersecurity has brought about research, discussion, papers, tools for monitoring, tools for management, etc., with much of the focus from the schools’ side concerning the protection of their data and information (Seemma, Nandhini, & Sowmiya, 2018). As a result of increased dependence on the Internet, cybersecurity has emerged as one of the critical issues confronting schools in the 21st century (Gioe, Goodman, & Wanless, 2019). The reliance on a complex technology infrastructure has come with a price: by accepting the Internet so widely, schools have exposed themselves to a range of nefarious cyber activities by a spectrum of offenders looking for school data and information (Shen, Chen, & Su, 2017). Governments, businesses and schools have been victims of cyber thefts, cyber-crime, and cyber disruption. Despite recent heightened attention and increased levels of security investments in cybersecurity, the number of cyber incidents, their associated costs, and their impact on people’s lives continues to rise (Abomhara & Koien, 2015). As computing and communications technologies become more entrenched in the global economy and as society enters the era of the “Internet of Everything” (IoE), security compromise of these systems will rise as well (Bailaszewski, 2015). For the early years of technology use human factors remained unexplored and unquestioned. However, the increasing cyber-attacks, data breaches, and ransomware attacks are often a result of human-enabled errors; in fact, researchers indicate that as much as 95% of all cyber incidents are human-enabled (Nobles, 2018). Cybersecurity is fundamentally a case of human and automation teaming so both the machine and human are potentially vulnerable. The research results show that

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Planning for Cyber Security in Schools: The Human Factor.

Global higher education institutions are significantly impacted by a key component of chaos during challenging times: the ability to effectively respond to ambiguity and uncertainty. Today’s COVID-19 global pandemic created a challenge so quickly that higher education leaders had little opportunity to assess, evaluate and make informed judgments. The dynamics of the situation presented more complexities than ever previously faced. Global higher education institutions with the ability to manage ambiguity and uncertainty can successfully survive. Conversely, the inability to cope with change could lead to failure.

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Global Higher Education: Examining Response to the COVID-19 Pandemic Using Agility and Adaptability

Much time, money, and attention has been given to the issue of technology in the K-12 classroom. In addition, there is an ever-expanding interest in preparing students for success in a transforming, technology-rich world. In the 21st century technology and education must work together to secure the future for students and society. Society in the 21st century is knowledge-based; learning is critical as knowledge resiliency continually becomes important for survival in the rapidly changing environment. The need for changing traditional approaches to education from the acquisition of short-term skills to proactive programs that infuses technology into the learning are of utmost importance as educators prepare students for the 21st century.

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Robert E. Waller

Papers

Global Higher Education in a VUCA World: Concerns and Projections

Retention of Online Learners: The Importance of Support Services

Planning for Cyber Security in Schools: The Human Factor.

Global Higher Education: Examining Response to the COVID-19 Pandemic Using Agility and Adaptability

Examining Technology for Teaching and Learning